Assessing Characteristics of Meaningful Learning

Your Name: Fernando Folkis

Lesson Plan Name: Risk and Benefits
Lesson Plan Grade Levels: 9, 10, 11, 12
Lesson Plan URL: http://sciencenetlinks.com/esheets/risks-and-benefits/
Lesson Plan Description:

This lesson plan “Risk and Benefits” is for students to learn how to assess risks and benefits

that are associated with innovations in sciences and technology, specifically the use of

cellphones and driving.

Beginning with a case study on the Space Shuttle Challenger explosion, and the public

perception of such tragedy. The idea of studying the perception of the public about the risks

that were involved and if it was worth the cost, of human life and money, in this tragedy

and how cellphone use causes accidents and deaths. Some of the questions are: Is the risk

something steady or instantaneous? how much risk can we control? and how it is

expressed? The driving point of the lesson is to make a reflection on how society reacts to

the promise or threat of technological change, whether by adopting the new or limiting the

usage of technologies and all involved risks.

Then we move to risk assessment: what it is, its terms, how to evaluate, to manage and the

decision-making process. Then they listen to an audio from a program by the American

Association for the Advancement of Science in which students from the University of

Rhode Island are researching drivers eye movement while performing various cognitive

tasks; early results show narrow eye movement, so drivers are not paying much attention

to other things while driving.

After learning about the Challengers tragedy and its mistakes in technology and risk

assessment and the research of cell phones, students are asked to consider a series of
questions and write an essay about the use of cell phones during driving and the risks

involved.

Students are also asked to design an experiment that will test the effects of cell phones and

driving, risk assessment. And also, about the existing laws on the topic.

For each of the five categories below, provide a rating of each factor in the category.
Provide evidence in the form of brief, but specific, examples from the plan. If the plan
does not contain sufficient information for you to give a particular rating, indicate
“UNKNOWN” in the Rating column. However, you should select a plan that allows you
to rate most of the factors.

Assessing Active Learning

Rating
Factor high-medium- Evidence Supporting Rating
low
Learner interaction with High Most students these days have a
real-world objects cellphone and depending on age they
also have a drivers license. While most
learn to use a cell phone at an early age,
they lack driving experience. But the
idea of walking while using a cellphone
could also be used as an example of
interaction
Observation and Medium There is active use of cellphone
reflection (texting, editing, playing) and passive
use (watching videos, looking through
social media), so when students are
using the phone, we must look at both
types of usage. While driving requires
an “active” state of mind.
While writing the essay might help with
the reflection the creation of an
experiment will be the better learning
instrument for them
Learner interactions Medium The phone usage depends on
active/passive use, and they type of
application, if it’s something they are
familiar with it or not.
 Tool use Medium While most students know the basics of
a cell phone and all it uses, it depends
on what type of app they are using.
Driving a car and where they are driving
are also factors, if they are on a familiar
road it is most likely that the driver
won’t pay much attention as if they
were on a highway.

Assessing Constructive Learning

Rating
Factor high-medium- Evidence Supporting Rating
low
Dissonance/Puzzling Medium While studying about the Challenger
explosion, they might not care as much
since they won’t have that “where were
you moment”, and the essay writing
part will not be much of a challenge as
well.
Students will most certainly engage on
the creating the experiment and
measuring how much control/risk will
happen using a cellphone while driving.
Constructing mental High Students that already drive will
models and making certainly see the challenge of driving
meaning with the phone, specially if a closed
circuit can be provided for testing. If
that is not possible then a game can be
created to have the cognitive response
measured along with phone usage

Assessing Intentional Learning

Rating
Factor high-medium- Evidence Supporting Rating
low
Goal directedness High Learning about risk assessment and
having a discussing in class will show
how students thing differently and will
test the confidence and cognitive ability
of all involved. Also, if one of the goals,
although not explicitly being in the
lesson, is to produce a safer, more
conscientious driver, it will be a great
by product of the main goal of the
lesson.
 Setting own goals Medium Students will write an essay about the
topic and create an experiment about it.
It is not clear about creating the
experiment, so it might be something
easy to accomplish.
Regulating own Medium The beginning of the lesson seems to be
learning relatively easy, with the case study and
learning about risk assessment. There
should be a lot of effort put into creating
an exercise about the topic and create
engagement. There can also be a
campaign created in the school about
the dangers of cell phone and driving.
Learning how to learn medium The question asked about risk are great
questions and can be used in a many
other subjects that are currently in the
media, which could also enhance the
discussion. Students can also share
about personal experiences.
Articulation of goals as medium The case study and essay will be easy
focus of activity goals. The creation of test exercises will
be accomplished, however there isn’t a
clear goal about how to create the test
exercise.
Technology use in High Cell phone use actively and passively to
support of learning measure cognitive ability and also
goals driving in a simulator or closed circuit.

Assessing Authentic Learning

Rating
Factor high-medium- Evidence Supporting Rating
low
Complexity High This topic is still something that is very
current, with new cellphones and cars
with new features being released every
year it is a great engaging activity. We
could also create a case study on how
Tesla cars are “self-driven” which could
mean a solution for the problem
Higher-order thinking High The question about risk and all that is
involve will bring about great discussion
among the students and they will be able
to see how everyone assess risk
differently, whether it is by their attitude
or behavior.
 The creation of an exercise to test the
cognitive abilities can have great results
and be very engaging to students.
Recognizing problems Medium Although the essay produced will have a
large array of qualities, since some
students will try to produce their best,
while other will do the bare minimum.
The exercise part will be somewhat of a
personality test to see if the
“teenager/full of confidence/immortal”
dilemma could be solved. So that
students will see and understand that
every can make mistakes and the
consequences can be catastrophic.
“Right answers” Low Although the risk assessment exercise
express that there are no right answers
and the teach must not try to convince
anyone but instead be a guide, the
perception of each student will be
different on the matter of risk.

Assessing Collaborative Learning

Rating
Factor high-medium- Evidence Supporting Rating
low
Interaction among High Students will share stories about they
learners own experiences with cellphone and
drive, if not their own it can be their
parents, they will also discuss features
that cars and cellphones have to
facilitate the interaction between them.
Interaction with people Medium Police officers, lawyers, judges, families
outside of school that have suffered because of it, driving
experts for lectures about the topic
Social negotiation Low Although it is a current and important
topic, it might not resonate with
everyone involved in it.
Acceptance and Medium Some students will contribute and will
distribution of roles and do a good job creating exercises and
responsibility writing, other will not put on the same
effort.